Analysis of different views and conceptualizations of the literacy practices of pupils, families, and teachers in Costa Rican Primary Education

Full Te ms & Condi ions o access and use can be ound a h p://www. and online.com/ac ion/jou nalIn o ma ion?jou nalCode=uj c20 Jou nal o Resea ch in Childhood Educa ion ISSN: 0256-8543 (P in ) 2150-2641 (Online) Jou nal homepage: h p://www. and online.com/loi/uj c20 Analysis o Di e en Views and Concep ualiza ions o he Li e acy P ac ices o Pupils, Families, and Teache s in Cos a Rican P ima y Educa ion Fe nando Guzmán-Simón, Celia Mo eno-Mo illa & Edua do Ga cía-Jiménez To ci e his a icle: Fe nando Guzmán-Simón, Celia Mo eno-Mo illa & Edua do Ga cía-Jiménez (2018): Analysis o Di e en Views and Concep ualiza ions o he Li e acy P ac ices o Pupils, Families, and Teache s in Cos a Rican P ima y Educa ion, Jou nal o Resea ch in Childhood Educa ion, DOI: 10.1080/02568543.2018.1464527 To link o his a icle: h ps://doi.o g/10.1080/02568543.2018.1464527 Published online: 14 May 2018. Submi you a icle o his jou nal View ela ed a icles View C ossma k da a Analysis o Di e en Views and Concep ualiza ions o he Li e acy P ac ices o Pupils, Families, and Teache s in Cos a Rican P ima y Educa ion Fe nando Guzmán-Simón , Celia Mo eno-Mo illa , and Edua do Ga cía-Jiménez Uni e si y o Se ille, Se ille, Spain ABSTRACT This a icle is based on a socio-cul u al discou se model o li e acy, whe eby li e acy e en s a e ega ded as being si ua ed wi hin social p ac ices, c ea - ing a ious o mal, in o mal, and non- o mal li e acy e en s ha a e pa o mul ili e acies. The aim o he esea ch was o analyze p ima y pupils’ li e acy p ac ices (8–12 yea s) om he pe spec i es o 1,354 p ima y pupils, 1,020 amily membe s, and 96 eache s in Cos a Rica, using an ex-pos ac o design and a su ey me hod. The indings indica e ha he h ee g oups o pa icipan s (pupils, amily membe s, and eache s) ha e di e en iews on and concep ualiza ions o li e acy p ac ices in school and in he communi y. The esul s show ha young lea ne s de elop hei li e acy p ac ices acco d- ing o hei di e en communica i e needs inside and ou side school. A mul imodal li e acy is p omo ed ou side school o mee s uden s’daily communica i e needs. Howe e , he school p omo es a monomodal li - e acy, which allows pupils o espond essen ially o school needs. ARTICLE HISTORY Recei ed 25 May 2017 Accep ed 14 Janua y 2018 KEYWORDS Fo mal and in o mal lea ning; li e acy p ac ices; mul ili e acies; p ima y school educa ion; eading and w i ing habi s Young lea ne s’li e acy in p ima y educa ion ( om age 8 –12 yea s) se es a use ul pu pose. Child en use eading and w i ing o a a ie y o easons in e e yday li e, such as o ind ou he sc eening imes a cinemas, o sha e a pe sonal expe ience wi h iends using an app, o o ind ou he bes p ocedu e o e u ning a bough i em. The ways in which li e acy is used can a y acco ding o con ex as pupils, hei amilies, and eache s de elop hei w i ing and eading skills in di e en domains and si ua ions o e e yday li e (Ba on, 1991). This pe spec i e wi h espec o li e acy is based on he heo e ical assump ions o social semio ics and he e hnog aphy o communica ion (Gee, 1999; Halliday, 1978; Hymes, 1996; Maybin, 1994) as well as s udies o li e acy conduc ed by Ba on (1994), Ba on and Hamil on (1998), Baynham (1995), Gee (1990), and S ee (1995). Va ious epo s on p ima y educa ion ( om 8 –12 yea s) in Cos a Rica (CONARE, 2013; Minis e io de Educación Pública [MEP], 2012) ha e shown limi ed imp o emen in li e acy educa- ion o e he las decade. When da a a e compa ed wi h Eu opean and Asian coun ies in in e na- ional assessmen s (OECD, 2014,2016), gaps in he ield o li e acy, in gene al, and eading comp ehension, in pa icula , ha e been iden i ied (Mon e o, Rojas, & Zamo a, 2014). As a esul o social changes in oduced in Cos a Rica in he las decade, i is necessa y o inco po a e in o ma ion and communica ions echnology (ICT) in schools as pa o cu iculum de elopmen and he ans o ma ion o eaching me hodology (Molina & C uz, 2013). Howe e , ICT use by eache s in he class oom is usually e y limi ed, owing o he poo quali y o echnological esou ces and In e ne connec i i y. These same epo s highligh he lack o eache s’me hodolo- gical knowledge o inco po a ing ICT in he cu iculum o he p ima y school class oom. CONTACT Fe nando Guzmán-Simón [email p o ec ed] Facul ad de Ciencias de la Educación, Uni e sidad de Se illa, C/ Pi o ecnia, s/n, Se illa 41013, Spain. Colo e sions o one o mo e o he igu es in he a icle can be ound online a www. and online.com/uj c. © 2018 Associa ion o Childhood Educa ion In e na ional JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION h ps://doi.o g/10.1080/02568543.2018.1464527 All hese elemen s highligh he need o be e unde s and he a ious li e acy e en s in which pupils o p ima y educa ion engage and he domains in which hey ake place. The P og amme o In e na ional S uden Assessmen es s (OECD iennial s udy o 15-yea -old s uden s on eading, ma hema ics, and scien i ic knowledge) (OECD, 2016) and he diagnos ic es s adminis- e ed in he second cycle in Cos a Rica om age 9 o 12 yea s (MEP, 2013) ei e a e he need o enhance unde s anding o li e acy p ocesses in he cu en con ex . Theo e ical amewo k Ba on (1994) has desc ibed li e acy as si ua ed social p ac ices. Mo e ecen ly, Hamil on (2010) has highligh ed how he iew o li e acy has changed om a “disc e e se o skills” o a “si ua ed social p ac ice”(p. 9). The concep li e acy p ac ice was de ined by Ba on and Hamil on (2000) as a “way o concep ualising he link be ween he ac i i ies o eading and w i ing and he social s uc u es in which hey a e embedded and which hey help shape”(p. 6). The concep o li e acy p ac ice desc ibes he li e acy awa eness o a speci ic popula ion, as well as he con ex s o si ua ions in which people make use o li e acy. Howe e , hese p ac ices canno be obse ed di ec ly,sowemus i s analyze heli e acye en so dailyli e(S ee ,2000). The concep o li e acy e en s was de eloped i s by Hea h (1983)andS ee (1984,1988),and ewo kedby S ee (2000). Li e acy e en s a e de ined by Ba on and Hamil on (2000)as“ac i i ies whe e li e acy has a ole. Usually, he e is a w i en ex , o ex s, cen al o he ac i i y and he e may be alk a ound he ex . E en s a e obse able episodes ha a ise om p ac ices and a e shaped by hem”(p. 8). These li e acy e en s a e p esen in se e al daily and ou ine ac i i ies ca ied ou by young lea ne s in p ima y educa ion, whe e di e en s yles o o mal, in o mal, and non o mal lea ning, o al and w i en, ake place. Wi hin he li e acy e en s, li e acy p ac ices a e es ablished ha ela e o ce ain con ex s, cul u al amewo ks, o communi ies (S ee , 1997). S ee (1994) highligh s “ he social uses and meanings o eading and w i ing”(p. 116) in li e acy p ac ices. The e o e, he analysis o li e acy p ac ices needs o akes in o accoun he li e acy e en s and he social meaning o hose e en s. The app oach chosen o ou esea ch is based on he ideological a he han he au onomous model o li e acy (S ee , 1994). The au onomous model is based on a se o “ echnical and neu al skills” ha do no di e depending on he con ex and cul u e in which hey occu and “has domina ed cu iculum and pedagogy”(S ee , 1994, p. 120). In con as , he ideological model e u es he neu ali y o he au onomous model and emphasizes he sociocul u al con ex o li e acy. A sys ema ic in es iga ion o such w i ing and eading p ac ices could help us iden i y hose li e acy p ac ices in which he pupils o p ima y educa ion, hei amilies, and eache s engage, as well as he ela ionships es ablished among he a ious domains such as home, school, and communi y, among o he s. In he a ious social con ex s in which he young lea ne s, amilies, and eache s pa icipa e, membe s sha e a numbe o con en ions in e mso heobjec so communica ion,discou se s uc u e, w i ing s yle, and so on (Ha is, 1989). Cu en ly, he w i ing and eading p ac ices o pupils, wi hin and ou o school, a e no known, no how hese ela e o he language and li e acy ac i i ies in Cos a Rican p ima y schools. Ou analysis o li e acy p ac ices akes in o accoun he pa icula con ex in Cos a Rica, he use o echnology, and he ways in which li e acy ac i i ies we e conduc ed ( o a wide discussion, see Maybin, 2006) by p ima y school pupils in di e en communi ies and social domains. These elemen s cons i u e an ecological app oach, as de ined by Ba on’s li e acy concep (1994). Ma os Ga cía (2010) desc ibed ou social ecosys ems whe e li e acy e en s a e g ouped. These e en s (si ua ed and social ac i i ies) in e ac wi h se e al li e acy p ac ices and he en i onmen acco ding o he ollowing classi ica ion: 2F. GUZMÁN-SIMÓN ET AL. (1) Pe sonal li e acy: indi idual ac i i ies ha in ol e eading and/o w i ing in di e en places and domains o non- o mal and in o mal lea ning (e.g., indi idual li e acy e en s o g oups ou side he scope o school). (2) Cul u e o ins uc ion: social ac i i ies in which eading and/o w i ing a e p esen in di e en places and domains o o mal lea ning (e.g., eading and w i ing asks and ac i i ies equi ed a school). (3) Lib a y cul u e: ac i i ies in which eading and/o w i ing a e p esen in di e en loca ions, such as he use o public o p i a e lib a ies. (4) Cul u al consump ion: ac i i ies in which eading and/o w i ing a e p esen in di e en places and domains ela ed o he pu chase/sale o li e a e p oduc s (e.g., li e acy e en s ela ed o he publishing ma ke ). Due o li e acy p ac ices in ou socie y, child en’s li e acy occu s no only wi hin school, bu also in o he places such as in hei communi y and a home (Neuman & Celano, 2001). The a ious domains p esen ela ionships o codependency wi h each o he , whe e he ecological cha ac e o li e acy ocuses on how young lea ne s, amilies, and eache s in e ac wi h he li e acy sou ces o a communi y wi h which hey iden i y. Thus, he ecological app oach allows us o obse e how he li e acy p ac ices o pupils a e buil on he in e ac ion o di e en domains and spaces, which means aking a holis ic app oach o o al and li e a e communica ion by ocusing on he con ex (Pahl & Rowsell, 2012). The social e en s ame he local and global li e acy p ac ices, whe e physical loca ions (such as books o es o lib a ies) and i ual ones (such as Twi e , Facebook, o Wha sApp) de e mine he ype o li e acy p ac ice in which young lea ne s need o be compe en . Thus, B and and Clin on (2002) p e e ed o de e mine he li e acy e en s as “localizing mo es”and “globalizing connec s,” whe e “local human agen s can be in ol ed in globalizing wo k, whe he in such o e ac s as, say, da a p ocessing o in he mo e sub le ep esen a ion o global in e es s in local li e acy ac ions”(p. 351). Digi al echnology has ans o med he na u e o local in e ac ions (Lillis, 2013). This ans o - ma ion is obse able in schools (Maybin, 2006) whe e o mal li e acy (de eloped in an academic en i onmen , di ec ed by a leade / eache and assumed as a model) is mixed wi h e e yday expe iences o in o mal (as he sel -acqui ed li e acy, de ined by i s holis ic and sel -di ec ed app oach) and non o mal li e acy (acqui ed om a leade / eache se ing as a model, in non- academic o con en ional en i onmen s) (Folkes ad, 2006). Indeed, he ecological app oach o li e acy has inco po a ed he concep o mul ili e acies (Cope & Kalan zis, 2009) in mul imodal con ex s (K ess, 2010), which emphasizes a sys em o hyb id li e acy ha combines p in and digi al elemen s (Kalan zis & Cope, 2000). The ocus o esea ch in o mul ili e acies has been on he changes in li e acy p ac ices expe ienced by pa icipan s, in he con ex o communica i e p ac ices (New London G oup, 1996). In i , mul imodal and nonlinguis ic o ms o communica ion in e ac wi h o he linguis ic o ms (Jewi , 2008). The la es de elopmen s ha e been se e al li e a e p ac ices in mul imodal o monomodal, acco ding o he media used o communica ion (Flewi , 2006; Walsh, 2010). The adop ion o hyb id li e acy by he a ious ac o s o engage in mul imodal discou se enhances me adiscou sal knowledge o he a ious modes o a communica ion sys em and a ious socio- cul u al con ex s (K ess, 2003). This si ua ion akes place, o ins ance, when buying i ems a a websi e on he In e ne o sending Wha sApp messages. The widesp ead access o digi al echnology om an ea ly age has g ea ly changed he social p ac ices o eading and w i ing in p ima y educa ion (Ba on & Lee, 2012). To in es iga e he li e acy p ac ices o p ima y pupils, we ha e ocused on he ollowing objec i es: JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION 3 (1) Desc ibe he li e acy e en s and p ac ices o p ima y school pupils in Cos a Rica using he di e en dimensions (pe sonal li e acy, cul u e o ins uc ion, lib a y cul u e, and cul u al consump ion). (2) Iden i y di e ences in young lea ne s’li e acy p ac ices om he pe spec i es o amily membe s, eache s, and he pupils hemsel es. (3) Compa e he li e acy p ac ices o pupils in di e en domains (home, school, and commu- ni y) o Cos a Rica wi h he da a p o ided by young lea ne s, amilies, and eache s. Me hodological amewo k To desc ibe pupils’li e acy e en s, we asked pupils, s uden s, and eache s o comple e a su ey. This desc ip ion has elied on sel -adminis e ed ques ionnai es (Cle ehan, Guille min, Eps ein, & Buchbinde , 2016; La akas, 2008) comple ed by he pa icipa ing young lea ne s, some o hei amily membe s, and hei eache s. We ha e also s udied he ela ion be ween he opinions o hese h ee g oups ega ding he li e acy e en s. An ex-pos - ac o analysis comple ed his quan i a i e esea ch app oach o e i y he exis ence o di e ences in hese e en s in e ms o he di e en ac o s (C eswell, 2009; Gil-Flo es, To es-Go dillo, & Pe e a Rod íguez, 2012). All he pa icipan s ( eache s, pupils, and amilies) in he cu en esea ch we e in o med abou he na u e o he s udy and he condi ions o hei pa icipa ion. This pa icipa ion was olun a y and ollowed he in o med-consen ules, which es ic he use o in o ma ion o esea ch pu poses only, and i s con iden iali y. This a icle has ollowed he in e nal egula ion in Social Sciences by he E hical Commi ee o Expe imen a ion o he Uni e si y o Se ille. Sample We s udied he eading and w i ing p ac ices o p ima y educa ion pupils (age 8 –12 yea s). Speci ically, young lea ne s pa icipa ed om se en schools in di e en p o inces o Cos a Rica (Alajuela, He edia, San José, and Ca ago). To ensu e he di e si y o he sample, hese cen e s we e chosen based on he ollowing c i e ia: ep esen a ion o public and p i a e schools, p opo ionali y o boys and gi ls a each school (50% each), ep esen a ion o di e en ages (8 –12 yea s), p opo ionali y in he numbe o child en in each educa ional le el, and p opo ionali y o loca ion (u ban, semi- u al, and u al). In he sample o schools, all he pupils pa icipa ed, comple ing 1,354 sel - epo ques ionnai es in o al. Simila ly, amily membe s o hese pupils illed in 1,020 sel - epo s. Finally, 96 eache s o he pupils illed in sel - epo s o hei own li e acy e en s and hose hey augh . Resea ch ins umen s The in o ma ion was collec ed h ough comple ion o ques ionnai es in h ee e sions, each o which was comple ed in p in ed o online o m, depending on he a ailabili y o he In e ne . 1 The ques ions on he h ee e sions o he ques ionnai e we e he same, excep he i ems e e ing o he ins uc ional li e acy o pa en s and he i ems abou pe sonal li e acy o eache s. The sel - epo me hod o da a collec ion was based on an ecological app oach o li e acy (Douglas, 1970) and he app oach o li e acy s udies (Ba on, 1994;Ba on&Hamil on,1998; Baynham, 1995; Gee, 1990;Maybin,1994; S ee , 1995). Based on his app oach, ques ionnai es we e cons uc ed using ou di e en classi ica ions o li e acy e en s: pe sonal li e acy (e.g., Whe edoyouusually ead?Whichmeans/ o ma doyouusuallyuse o w i ing?Whenyou ypeonadigi almedia,whe edoyouusuallydoi ?),cul u alconsump ion(e.g.,Whe edoyou usually buy books? Which e en s/ac i i ies ela ed o eading o w i ing ha e you a ended?), lib a y cul u e (e.g., Wha do you usually use lib a ies o ?), and cul u e o ins uc ion (e.g., 4F. GUZMÁN-SIMÓN ET AL. Wha kind o ex do you ead mo e equen ly a school? How a e he eadings ecommended by he eache used in class? A e eading he ex s ecommended, wha kind o w i en ac i i ies do you do?) (Ma os Ga cía, 2010). The e was a s anda d p ocedu e o adminis e ing he ques ionnai es. The p in ed e sion o he ques ionnai e was comple ed in an o dina y class oom and he online e sion in a compu e oom. Fo bo h e sions, a esea che in oduced he ques ionnai e, gi ing examples o how hey migh espond as well as gi ing he child en and eache s he oppo uni y o ask ques ions. The amilies’ ques ionnai e was sen in p in ed e sion o hei homes wi h ins uc ions. The sel - epo ques ionnai e in i s a ious e sions was p epa ed by Guzmán-Simón & Ga cía- Jiménez (2014) o a Spanish sample. The alidi y and eliabili y o his ins umen we e de i ed om a Non-Me ic Mul idimensional Scaling (PROXSCAL) (see Figu e 1) (Guzmán-Simón & Ga cía-Jiménez, 2014). Howe e , he i ems on he ques ionnai e we e exp essed in he local e nacula , inco po a ing e ms and exp essions cha ac e is ic o he Spanish language spoken in Cos a Rica. In his a icle, we ha e analyzed only he 29 i ems common o all h ee e sions. Each o he i ems was assessed using a Like - ype scale om 0 (ne e ) o5(always). Da a analysis The analysis o he esponses o all he i ems ob ained om he sel - epo ques ionnai es ook in o accoun he dimensions o he li e acy e en s. Thus, a desc ip i e analysis was conduc ed based on he calcula ion o he a i hme ic a e ages and S anda d De ia ions o he esponses. Simila ly, compa isons we e made o de e mine he di e ences in he sel - epo ques ionnai es o pupils, amilies, and eache s o which an analysis o a iance was used. A e applying he Le ene es , i was de e mined ha he e was homogenei y o a iances. Tamhane’s T2 es is sui able o a pos - hoc analysis and was used o compa e he means be ween g oups (Up on & Cook, 2014). To s udy he ela ionships be ween he di e en dimensions o he sel - epo ques ionnai es, ac o analyses we e conduc ed o each o he h ee e sions o sel - epo ques ionnai es. The ex ac ion me hod used was p incipal componen s and he o a ed ac o solu ion was ob ained using he a imax me hod (Jolli e, 2013). A second-o de ac o analysis was pe o med based on he o a ed ac o s ob ained in he i s analysis. Figu e 1. Si ua ed li e acy e en s dimensions. Adap ed om Ma os Ga cía (2010). JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION 5 Findings The esul s o his esea ch i s add ess he desc ip ion o li e acy e en s and p ac ices in hei a ious dimensions (pe sonal li e acy, cul u e o ins uc ion, lib a y cul u e, and cul u al consump- ion), acco ding o he i s objec i e o ou inqui y. Table 1 shows he a e ages co esponding o he i ems o each o he dimensions o he sel - epo ques ionnai es in he e sions o young lea ne s, amilies, and eache s. In hese, we see ha eache s a e he ones who ge he highes sco es in he dimensions o cul u al consump ion and cul u e o ins uc ion. Pupils, in u n, a e he ones who ge he highes sco es in he dimensions o cul u al li e acy and lib a y cul u e; we no e ha he e a e no i ems ela ed o eache s in he la e . The esul s a e salien o he ex en ha hey show he di e en pe spec i es o pupils, amilies, and eache s ega ding he same li e acy e en s and p ac ices (Table 1). Acco ding o pupils, hei pe sonal li e acy is de eloped especially a home, making use o p in ed eading and w i ing, such as eading and w i ing on he sc een (mobile phones, compu e s, and able s). On he o he hand, li e acy in school is mainly de eloped h ough he eading o ic ion, ex books, and pho ocopied ex ac s o handou s. The ac i i y ha eache s mos equen ly pe o m wi h hei s uden s is he analysis o eadings, and he mos demanded school asks a e abs ac s and concep ualmaps, o hede imen o hedeba es, e lec ionso hes uden s,andpe sonal commen s on eading and w i ing. Pupils highly alue eading and w i ing in social ne wo ks among hei school asks. Con e sely, e en s ela ed o cul u al consump ion (a endance a book ai s, s o y elling, e c.) and use o a lib a y ha e a low sco e. Table 1. The mean alue o i ems sha ed among pupils, amilies, and eache s om all cen e s. Dimension/I ems Pupils Families Teache s Sig. in a o o Pe sonal li e acy A home 3.46 2.42 4.34 Teache s A school 2.79 3.15 3.06 Families A he lib a y 1.16 2.33 1.65 Teache s On pape 4.26 2.50 4.38 Teache s On he compu e 3.69 2.75 4.43 Teache s On he mobile phone 3.93 2.49 3.09 S uden s On a able 3.05 2.52 1.05 S uden s Social ne wo ks 3.20 2.16 2.92 Families Blogs 1.74 2.32 1.19 To al 3.03 2.51 2.90 Cul u al consump ion In a bookshop 1.77 3.59 4.48 Teache s On in e ne 1.60 0.38 1.23 S uden s Book ai 2.02 1.37 1.70 S uden s S o y elling 1.86 0.88 1.48 S uden s W i ing wo kshop 1.89 0.34 1.11 To al 1.83 1.31 2.00 Lib a y cul u e As a eading oom 2.52 1.22 —S uden s Doing g oup p ojec s 2.38 1.53 S uden s Fo book bo owing 1.88 1.65 S uden s Fo In e ne access 1.81 0.72 To al 2.15 1.28 — Cul u e o ins uc ion Tex books 3.18 —4.47 Teache s Magazine a icles 1.51 2.99 Teache s Reading books 3.30 3.92 Teache s Class no es 3.07 4.30 Teache s Pho ocopies 3.23 4.28 Teache s Hold a deba e 0.98 2.66 Teache s The s uden s e lec 2.68 3.82 Teache s The eache analyzes eadings 3.35 4.16 Teache s Summa ies 3.48 4.08 Teache s Ou lines o concep maps 3.35 4.00 Teache s Pe sonal commen s 2.70 3.51 Teache s To al 2.80 —3.83 6F. GUZMÁN-SIMÓN ET AL. The opinion ha amilies ha e abou he pe sonal li e acy o hei child en poin s o he school as he main place whe e li e acy de elops. Reading and w i ing on he compu e ( ollowed by he able and handw i ing) a e he means mos o en men ioned by amilies, o he abo e eading and w i ing on social ne wo ks o mobile phones. The o e all cul u al consump ion is ocused on books o es, while he es o he i ems yield e y low sco es. Teache s’pe spec i es on hei pe sonal li e acy shows ha hei li e acy is de eloped a home and is based on he use o compu e s and handw i ing (su passing he use o he able o mobile phone). Teache s ocus on a cul u e o ins uc ion h ough ex books, pho ocopies, and class no es. The asks hey demand o hei s uden s a e summa ies and concep ual maps. Teache s’cul u al consump ion is ocused on books o es and con as s wi h he low sco e o o he modes o cul u al consump ion (in e ne , book ai s, e c.). The compa a i e analysis o he dimension pe sonal li e acy allows us o in e ha amilies pe cei e ha hei child en ead mainly a school, whe eas pupils and hei eache s hink hey do so mo e o en a home. Also, amilies di e om eache s and young lea ne s in hei assessmen o he use o digi al media in gene al and w i ing on he compu e in pa icula . Simila ly, he conside a ion o eading and w i ing in social ne wo ks di e s when he pe cep ion o he pupils and eache s is compa ed wi h ha o he amilies. In he opinion o he la e , he li e acy p ocess o hei child en occu s mainly a school, which becomes he dominan li e acy agen . The use o an analy ic p ocedu e such as ac o analysis helped us educe he complexi y obse ed in he esponses o he h ee pa icipan g oups o he 29 i ems. Thus, we ha e iden i ied di e ences in young lea ne s’li e acy p ac ices om he pe spec i es o amily membe s, eache s, and he pupils hemsel es, acco ding o he second aim o ou esea ch. Because he e a e signi ican di e ences be ween he h ee g oups in almos all o he i ems, we ha e ca ied ou a educ ion om h ee ac o analysis, one o each o he h ee g oups o pa icipan s in ol ed. The solu ions ob ained ha e iden i ied p incipal componen s associa ed wi h each o he h ee g oups in ol ed in he in es iga ion. These componen s a e only ela ed o he dimensions o pe sonal li e acy and cul u e o ins uc ion; o he emaining dimensions, main componen s we e no ound ha explained he a iabili y obse ed in he sel - epo ques ionnai es o pupils, amilies, and eache s. As a consequence, he dimensions o cul u al consump ion and lib a y cul u e we e no conside ed in subsequen analysis (see Table 2). The i s dimension shown in Table 2, pe sonal li e acy, helps explain he esponses o pupils and amilies om he manne o li e acy (monomodal and mul imodal) and he esponses o eache s om he ways o lea ning li e acy ( o mal s non o mal and in o mal). The main componen , monomodal li e acy p ac ices, explains he i ems ha a e ela ed o eading in p in ha a e pe o med in di e en domains ( amily, neighbo hood, school, communi y o iends, e c.). Howe e , he second majo componen , mul imodal li e acy p ac ices, explains he i ems o mul imodal w i ing ha ook place in global domains (w i ing on he compu e , mobile phone, social ne wo ks, blogs, e c.). The analysis o he p incipal componen s pe o med om he esponses o eache s educes he a iabili y o he i ems in o wo componen s (see Table 2), which e e o he ways o lea ning Table 2. Main componen s associa ed wi h each o he w i ing and eading pa icipan s and dimensions, wi h he pe cen age (in pa en heses) o a iance explained a e o a ion. Ac o s Dimensions Pupils Families Teache s Pe sonal li e acy Monomodal li e acy p ac ices (27.47) Monomodal li e acy p ac ices (27.54) Fo mal li e acy p ac ices (29.80) Mul imodal li e acy p ac ices (26.13) Mul imodal li e acy p ac ices (25.59) In o mal and non- o mal li e acy p ac ices (22.09) Cul u e o ins uc ion Unidi ec ional li e acy p ac ices (22.68) Mul idi ec ional Unidi ec ional li e acy p ac ices (28.13) li e acy p ac ices (36.16) Mul idi ec ional li e acy p ac ices (30.31) JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION 7 ( o mal/in o mal and non o mal li e acy). Thus, hough eache s know ha he e a e li e acy p ac ices in di e en media (p in , able , blogs, e c.), hese p ac ices se e di e en pu poses: in he i s componen , o mal li e acy p ac ices, he s uden li e acy e en s a e ela ed o p o essional wo k o eache s in he school domain; he second componen , non o mal/in o mal li e acy p ac- ices, is linked o he ac i i y o eache s ou side he school domain (pe sonal, social, e c.). In bo h componen s, li e acy p ac ices inco po a e mul imodal codes. The second dimension con ained in Table 2, cul u e o ins uc ion, e e s only o pupils and eache s. He e, oo, wo main componen s we e ob ained. In he i s componen , called “unidi ec- ional li e acy p ac ices,” asks assigned by eache s a e based on he use o eading books, ex books, o pho ocopies and he c ea ion o summa ies. The second componen , called “mul idi ec ional li e acy p ac ices,” e e s o he asks assigned by eache s and in ol es li e acy p ac ices in which young lea ne s lea n h ough discussion, e lec ion, analysis o eadings, and he de elopmen o ou lines o concep ual maps. In his same dimension, he analysis o he p incipal componen s d awn om he esponses o eache s also iden i ies wo componen s ha explain in an analogous way he a iabili y obse ed in he i ems. Howe e , mul idi ec ional li e acy p ac ices e e o asks in ol ing deba e, e lec ion on and analysis o ex s, as well as he use o ex books and pho ocopies, which, in he case o pupils, we e among he unidi ec ional p ac ices. Consequen ly, while loading on o he unidi ec ional/mul idi ec- ional axis, eache s and pupils in oduce di e en ia ing nuances in desc ibing he cul u e o ins uc ion. The hi d objec i e o ou analysis was he compa ison o he li e acy p ac ices o pupils in Cos a Rica in di e en domains, such as home and school, om he poin o iew o young lea ne s, amilies, and eache s. A join analysis o he sel - epo ques ionnai es comple ed by he h ee g oups, made h ough a ac o analysis o second-o de analysis, d aws ou connec ions among he componen s desc ibed abo e (see Table 3). In his analysis, we see how, in he i s p incipal componen , esponses o i ems ela ed o he mul imodal li e acy p ac ices o pupils and amilies a e explained. Families ga e a high sco e o hei child en’s use o compu e s o eading and w i ing (0.703) in e ms o pe sonal li e acy ou side school. This iewpoin is analogous o ha o he child en, whe eas he pe spec i e o eache s di e ed. Acco ding o he eache s, child en ead (a home, a he school, and in lib a ies) and pe o m handw i ing as pa o hei monomodal li e acy p ac ices linked o he school (0.688). These p ac ices a e also unidi ec ional, gi en ha he child en ead ex books o ake no es du ing he classes e en when his eading and w i ing se es nei he a si ua ed no social unc ion (0.797). On he con a y, in he second p incipal componen , he i ems ela ed o pupils’unidi ec ional li e acy p ac ices, he monomodal p ac ices o pupils, amilies, and eache s’mul idi ec ional p ac- ices a e all explained. On he one hand, child en and hei amilies link monomodal li e acy p ac ices o school eading and handw i ing (0.843 and 0.773, espec i ely). Child en conside hei eading and w i ing asks as unidi ec ional li e acy p ac ices (0.752), whe e li e acy as a social and si ua ed unc ion is no p omo ed. On he o he hand, eache s’opinions abou he li e acy ac i i ies pe o med in he class oom a e comple ely di e en . They belie e ha mul idi ec ional li e acy p ac ices in he class oom a e equen (0.297). A g aphic ep esen a ion o hese o a ed componen s may show a clea e pe spec i e o he ela ionship among he dimensions o li e acy p ac ices and agen s (see Figu e 2). As shown in Figu e 2, he elemen s ha bes disc imina e on he e ical axis co espond o he sco es o pupils and hei amilies in he monomodal li e acy p ac ices (V_monomodal_li e acy_S, V_monomodal_li e acy_F) componen , and pupils in he componen unidi ec ional li e acy p ac- ices (IC_unidi eccional_li e acy_S). 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